Have you ever read something that challenged your teaching approach? I hope so! And it’s an important enough type of learning moment–one we hope students will embrace, and one we should welcome ourselves–that I wanted to share what my latest experience with this looked like.
Last week, I published a post with some of my favorite icebreaker games. I’d played and enjoyed each of those games myself before with students and other adults, and had almost always found them to be positive, bonding experiences (most recently on a COPE course with about 30 other adults last month).
But then today, Pernille Ripp, a teacher and blogger whose work I have followed and admired, published “3 Non-Ice Breaker Things to Do the First Week of School.” I loved her ideas, like having students pick picture books to express themselves or drawing lines to show common interests. But as I read, I realized her low-key, calm activities stood quite in contrast with my loud, crazy, and silly ones. And so the self-reflection began:
- Should beginning of year games be more quiet and reflective?
- Have my games been embarrassing for my students?
- How can I better help my students settle into their new environment the first week of school?
To be honest, the questions were not comfortable. There were moments when I even wanted to just delete the email notification with the blog post and move on.
But as I persevered in pondering these and other questions, I noticed something. Though I’ve never met her in person, based on what I’ve come to know of her through her work, Pernille’s suggestions seemed to me to reflect her personality–the quiet, the reflection, the picture books. 🙂 On the other hand, I noticed that I could see myself reflected in my ideas; some of my favorite moments while teaching fifth grade were playing capture-the-flag at recess or trying silly role-play activities. And I came to an important conclusion:
The best way to break the ice with students is to be ourselves.
Trying to be someone we’re not is a surefire way to get everyone seized up in discomfort and mistrust. Students have an uncanny ability to sense inauthenticity. So if our back-to-school plans involve activities that we would personally loathe, but that we think we’re arbitrarily obligated to do, it’s time for some planbook revising.
My reflection also reminded me that it’s important to be mindful of all our students’ personalities and needs; we should be sure to include a variety of ways to get to know them and to gently invite them to our learning communities. I feel certain that when I return to teaching in a few years, my first week of school will certainly benefit by taking time “for the quiet, for the reflection, for the conversation.”
Thank you for this learning experience, Pernille!
Featured image: DeathToTheStock